LITERATURA E EMANCIPAÇÃO: TEMAS SOCIAIS EM FOCO NO CONTO BRINCADEIRA, DE MIRIAM ALVES E NOS POEMAS PARA A MENINA, DE CONCEIÇÃO EVARISTO E O BURACO DO ESPELHO, DE ARNALDO ANTUNES

Abstract

This work aims to promote the emancipation of high school students by didactic sequences with sharing the reading process of the short story Brincadeira, by Miriam Alves, the poems Para a Menina, by Conceição Evaristo and O Buraco do Espelho, by Arnaldo Antunes, which can stimulate critical and reflective debate about racism, violence and exclusionary practices, affirmation of identity and depression. This didactic sequences was based on the Engaged Pedagogy of bell hooks (2013). As an analytical category, a study will be carried out on working with the literary text in the classroom, seeking to develop didactic sequences that arouse reflections in the reader, with emphasis on the voice of denunciation, on the mobilized feeling, seeking to highlight the importance of this reading in the process of awareness, of combat violence and exclusionary practices that occur in the classroom, as well as in society itself. To theoretically support this work, we used the National Common Curricular Base (2016), and authors such as bell hooks (2013), Todorov (2009), Paulo Freire (1988), among others. Thus, the present work is based on a qualitative bibliographical research, about the reflection on the approach of the literary text in the classroom, the analysis of literary works, as well as theorists who contribute to the teaching of literature. We justify the choice of literature associated with social themes as a source of research due to the significant representativeness that the literary text brings to the teaching-learning process, contributing to the integral formation of students, to social transformation and to the development of proficient readers.